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LIBRARY OF CONGRESS. 



Chap^ Copyright J?o.: 

She] 



UNITED STATES OF AMERICA. 



OUTLINE STUDIES 



History of Education 



BY 
• J 



ARVIN S: OLIN, A. M, 



LAWRENCE, KANSAS. 

Published By the author 

1900. 



45983 



Library of Cona 

Two Copies Received 

SEP 11 1900 

C«wtf*«*y 

SEC0N0 COPY. 

Oetwtradto 
0RDt« WVISION, 

OCT 20 1900 



■04 



COPYRIGHT, igOO, BY 

ARVIN S. OLIN. 



Journal Publishing Company, 
Lawrence, Kansas. 



PREFACE. 

These outline studies are the outgrowth of the 
classroom work that has been done in the Depart- 
ment of Education in the University of Kansas for 
the past seven years. They are now published in 
large part for the purpose of giving to students of 
that department in connected and permanent form 
an indication of the work proposed to be accom- 
plished in a half year. If the outlines reach a 
somewhat larger circle, the writer hopes that they 
may prove to be of as great benefit elsewhere as 
they have been in his own classroom. 

It is doubtful if any one book has been printed in 
English that adequately covers the history of edu- 
cation; and if such a book did exist, the proposition 
that the reading of college and university students 
on the subject should be broader than is afforded by 
any one book needs no argument to prove its truth. 
For a large part of the work done in colleges and 
universities the library is, or should be, the tool house 
and the workshop, and the instructor who does not 
recognize this fact fails of the highest usefulness to 
his classes. 

For these reasons, on any subject connected with 
the history and science of education the writer has 
been unwilling that the members of his classes, 



4 OUTLINE STUDIES. 

composed of juniors, seniors, and graduate students 
of the University, should be satisfied with the pres- 
entation of any one text, or any one author; but 
has desired rather that through the study of many 
who are really eminent and masterly in their treat- 
ment there should develop a fuller, clearer, many- 
sided presentation of truth, such as no mere text- 
book work could give. 

The reference lists contain only titles found in the 
library of the University of Kansas. If the outlines 
are used where other valuable authorities are found, 
it is suggested that references to such works be 
added, in their proper places, by the students. 

The writer of this little volume sends it to the 
press in the hope that it may aid in showing the 
worth and the interest and the helpfulness of the 
subject with which it deals. 

Arvin S. Olin. 

Lawrence, Kan., July i, 1900. 



TO THE 

GOODLY FELLOWSHIP 

THAT FOR QUARTER OF A CENTURY 

I HAVE KNOWN AND LOVED — THE 

TEACHERS OF KANSAS. 



OUTLINE STUDIES. 



OUTLINE I. 



I. Nature and Scope of the Study. 

i. Relation to universal history. 

2. Compared with the history of civilization. 

3. Differentiated from history of pedagogy. 

II. Varying Nature and Forms of Education. 

1. Historical development of the idea. 

2. Comparison of educational ideals in present- 
day peoples in the higher and the lower 
scales of civilization. 

III. Value of the Study of History of Education. 

1. In general. 

2. To teachers. 

IV. Present Recognition of the Subject. 

V. Epochs for Study. 

1. Oriental Nations of Antiquity. 

2. The Classical Nations. 

3. Early Christian Centuries. 

4. The Middle Age. 

5. Revival of Learning and Sixteenth Century. 

6. Seventeenth Century. 

7. Eighteenth Century. 

8. Nineteenth Century. 



HISTORY OF EDUCATION. 7 

OUTLINE L— Reading References. 
Seeley's History of Education: Chapter I. 
Painter's History of Education: Introduction. 
Laurie's Pre-Christian Education: Preface and 
Introduction. 

Philobiblius' History of Education: Introduction. 
Hailman's Lectures on Education: pp. 9-12. 
Compayre's History of Pedagogy: Introduction. 

Notes.— 1. Compayre's distinction of the history of education 
and the history of pedagogy is not observed by other authors, and 
should not be emphasized too much. 

2. In these reference lists, where it can be done in such a way 
as to avoid ambiguity and confusion, the name of the author will 
take the place of the full title of the book referred to. 



OUTLINE STUDIES. 

OUTLINE II. 

FIRST EPOCH. ORIENTAL EDUCATION. 

Chinese Education, 

i. General character of the people. 

2. Antiquity of their learning and arts. 

3. Work of the schools. 

4. Civil service examinations. 

5. Chief defects in Chinese education. 

6. Confucius. 

a. Life and character. 

b. Writings and compilations. 

c. Conservatism and reverence for the past. 

d. Influence on Chinese philosophy and 
education. 



HISTORY OF EDUCATION. 9 

OUTLINE II.— Reading References. 

Painter: pp. 9-15. 

Seeley: pp. 20-8. 

Compayre: pp. 11 -13. 

Hailman: pp. 13-16. 

Legge's Life of Confucius: especially pp. 1-11. 

Martin's The Chinese: especially pp. 1-96. 

Venable's Let Him First be a Man: pp. 135-52. 

Shoup's Science and History of Education: pp. 

I4I-3- 

Payne's Lectures on the History of Education: 
pp. 3-6. 

Yan Phou Lee's When I Was a Boy in China: 
pp. 50-60. 

Encyclopedia Britannica V. : pp. 659-67, in 
article on China. 

Report of World's Fair Congress of Education: 
pp. 308-13. 

Article on Confucius in Britannica, International, 
and Johnson's Cyclopedias. 

Laurie's Pre-Christian Education: pp. 109-61. 

Davidson's History of Education: pp. 41-5. 



Notes. — 1. It will be found of interest to compare the social and 
moral standards of China with those of modern Christian nations. 

2. Any adequate study of Chinese education must make Con- 
fucius the central figure. 

3. Compare the relation of Mencius to Confucius with that of 
Plato to Socrates. 



IO OUTLINE STUDIES. 

OUTLINE III. 

FIRST EPOCH. ORIENTAL EDUCATION. 

II. Hindoo Education. 

i. Relationship to Europeans. 

2. Origin and nature of caste organization. 

a. Principal castes. 

b. How caste affects education. 

3. Religion. 

4. Language. 

5. Hindoo literature. 

6. Ideals, management, and methods of the 
elementary schools. 

7. Higher courses of study — exoteric and 
esoteric. 

8. Education of women. 

9. Intellectual and professional pre-eminence 
of the Brahmans. 



HISTORY OF EDUCATION. II 

OUTLINE III.— Reading References. 

Painter: pp. 15-21. 

Compayre: pp. 2-6. 

Shoup: pp. 137-40. 

Seeley: pp. 29-35. 

Payne: pp. 6-8. 

Philobiblius: pp. 31-4. 

Laurie: pp. 165-88. 

Davidson: pp. 58-66. 

Sonnenschein's Cyclopedia of Education: pp. 
379-85, in article Schools of Antiquity. 

Kiddle and Schem's Cyclopedia of Education: 
article India. 



Note. — The outline, and the references given above, have to do 
with education among the ancient Hindoos. Since England has 
established her power in India, great steps have been taken in 
modernizing and transforming conditions of intellectual culture. 
There is considerable literature bearing on recent educational 
work in India, and the subject is an interesting one, but outside 
the scope of this outline. 



12 OUTLINE STUDIES. 

OUTLINE IV. 

FIRST EPOCH. ORIENTAL EDUCATION. 

III. The Persians. 

i. Character and intellectual culture, 

2. Emphasis placed on moral and physical edu- 
. cation. 

3. Influence of religion. 

4. Division of population into classes. 

5. Relation of women to education. 

6. Character and influence of the Magi. 

IV. The Egyptians. 

1. Character of the ancient Egyptians. 

2. Early arts. 

3. Caste distinctions. 

4. Influence of religion. 

5. Schools, courses of study, teachers, etc. 

6. Forms of writing. 

7. Education of women. 



HISTORY OF EDUCATION. I 3 

OUTLINE IV.— Reading References. 

Compayre: pp. 14-5. 

Painter: pp. 21-6, 32-6. 

Seeley: pp. 36-9, 46-51. 

Shoup: pp. 133-7. 

Laurie: pp. 13-51, 189-207. 

Philobiblius: pp. 35-9, 46-53. 

Davidson: pp. 66-74. 

Xenophon's Cyropedeia: Book I, Chapter 2. 

Larned's History for Ready Reference I: pp. 
673-4, 676-7, in article Education. 

Kiddle and Schem: articles Persia, Egypt. 

Sonnenschein: pp. 376-9, 385-8, in article Schools 
of Antiquity. 



Note.— Nearly all accounts of old Persian education depend 
largely on Xenophon's description given in the Cyropedeia as re- 
ferred to above; that his account is accurately historical is not 
believed. On the details of old Persian education we can be sure 
of very little. 



14 OUTLINE STUDIES. 

OUTLINE V. 

FIRST EPOCH. ORIENTAL EDUCATION. 

V. The Jews. 

i. Nature of the Jewish theocracy. 

2. Influence of the national festivals. 

3. Domestic education of the early period. 

4. Public education of later time. 

5. Retention of race purity. 

VI. Chaldean Education. 

1. Succession of allied nationalities in Meso- 
potamia. 

2. Writing and literature. 

3. Astronomy and mathematics. 

4. Other sciences and arts. 



HISTORY OF EDUCATION. I 5 

OUTLINE V.— Reading References. 

Seeley: pp. 40-5. 

Compayre: pp. 6- 11. 

Painter: pp. 26-32. 

Shoup: pp. 126-31. 

Laurie: pp. 57-105. 

Philobiblius: pp. 55-60. 

Davidson: pp. 75-86. 

Britannica III: pp. 190- 1, in article Babylonia. 

Larned I: pp. 674-5, 677-8, in article Education. 

Kiddle and Schem: article Hebrews. 

Sonnenschein: pp. 370-3, in article Schools of 
Antiquity. 

Rawlinson's Ancient Monarchies I: pp. 61-104, 
passim. 

Sayce's Babylonians and Assyrians: pp. 47-62. 



Note. — The theocracy is the characteristic element in Jewish 
education. Their frequent lapses into idolatry show the influence 
of surrounding peoples The Assyrians illustrate another rfnd 
quite different Semitic strain. The late history of this people 
shows the blending of Semitic and Turanian stocks. On this point 
see Laurie and Davidson. 



1 6 OUTLINE STUDIES. 

OUTLINE VI. 

SECOND EPOCH. THE CLASSICAL NATIONS. 

I. Greece. 

i. Permanent influence of the classical nations. 

2. Comparison with Oriental nations. 

3. Education in Sparta. 

a. Classes of inhabitants. 

b. State control in education. 

c. Severity, reason for. 

d. Influence of Lycurgus. 

e. Physical training. 

f. Limits of intellectual culture. 

g. Elements of moral culture, 
h. Education of women. 



OUTLINE STUDIES. jy 

OUTLINE VI.— Reading References. 
Hailman: pp. 18-22. 
Seeley: pp. 68-73. 
Painter: pp. 37-45. 
Compayre: pp. 17-9. 
Shoup: pp. 145-8. 
Laurie: 233-63. 
Davidson's Aristotle: pp. 41-51. 

Wilkins's National Education in Greece: pp. 1-59. 
Larned I: pp. 681-2, in article Education. 
Davidson's History of Education: pp. 86-96. 
Philobiblius: pp. 61-67. 



Note.— Compare the traditional Spartan method of training 
boys and youth with the account of Persian education given by 
Xenophon. Some authors are skeptical regarding the exclusive- 
use of common tables and the complete separation of the boys and 
youth from family life. On this point compare Mahaffy and other 
authorities. 



I 8 HISTORY OF EDUCATION. 

OUTLINE VII. 

SECOND EPOCH. THE CLASSICAL NATIONS. 

I. Greece {continued). 

4. Education in Athens. 

a. The ideal. 

b. Exclusiveness. 

c. Relation to the state. 

d. Literary culture. 

(1.) Elementary. 
(2.) Advanced. 

e. Gymnastic training. 

f. Importance of music, 

g. Defective moral training, 
h. General results. 

5. Spartan and Athenian education compared. 



OUTLINE STUDIES. K 

OUTLINE VII —Reading References. 
Shoup: pp. 148-54. 
Hailman: pp. 25-30. 
Wilkins: pp. 60-100. 
Painter: pp. 49-56. 
Seeley: pp. 56-60. 
Compayre: pp. 19-22. 
Laurie: pp. 263-300. 
Davidson (Aristotle): pp. 60-92. 
Browning's Educational Theories: pp. 4-10. 
Davidson's Education of the Greek People: pp : 
53-77- 

Mahaffy's Old Greek Education: pp. 1-77. 
Larned I: pp. 678-81, in article Education. 



Note.— An attempt should be made to understand the reasons 
for the wide difference between the Spartan and the Athenian 
standards of education. Could the nature of one be an evolution 
from the nature of the other? Later it will be of interest to com- 
pare Roman education in the earlier and the later periods with 
Spartan and Athenian systems of education, respectively. 



20 OUTLINE STUDIES. 

OUTLINE VIII. 

SECOND EPOCH. THE CLASSICAL NATIONS. 

I. Greece {Continued). 
6. Socrates. 

a. Life and character. 

b. Teaching power. 

c. The Socratic method. 

d. Relation to the Sophists. 

e. Reasons for antagonism to Socrates. 

f. Permanent influence. 
7- Xenophon. 

a. Leading events of his life. 

b. Relation to Socrates. 

c. Educational discussion in the Cyropedeia. 

d. Views on woman's education in the 
Economist. 



HISTORY OF EDUCATION. 

OUTLINE VIIL— Reading .References. 
Wilkins: pp. 101-3. 
Mahaffy: pp. 78-91. 
Compayre: pp. 22-7, 34-6. 
Hailman: pp. 31-5. 
Shoup: pp. 1 50-1. 
Painter: pp. 56-60. 
Kiddle and Schem: article Socrates. 
Dakyns's Xenophon III: pp. 225-47. 
Davidson (Greek People): pp. 103-27. 
Davidson (Aristotle): pp. 93-132. 
Larned I: pp. 682-4, in article Education. 
Xenophon's Cyropedeia: Book I, Chapter 2, 



Notes. — r Though constantly holding the Sophists up to scorn 
and ridicule, Socrates has been called by some the greatest of the 
Sophists. It is only in the form of his teachings that there could 
be the slightest basis for this statement. The spirit of his phil- 
osophy and his deep reverence for truth place Socrates far above 
the Sophists of his day. 

2. Although Xenophon was an Athenian he seemed to prefer 
the Spartan ideal of education. Compare the chapter on Persian 
education in the Cyropedeia. Why should an Athenian of Xen- 
ophon's time idealize a system so primitive? 



22 OUTLINE STUDIES. 

OUTLINE IX. 

SECOND EPOCH. THE CLASSICAL NATIONS. 

I. Greece {Continued). 

8. Plato and his educational doctrines. 

a. Early life and training. 

b. Relation to Socrates. 

c. Character as a teacher and philosopher. 

d. The Academy. 

e. Nature of his writings. 

f. Educational views expressed in the Re- 
public. 

(i). Organization of society. 

(2). Division of powers of the soul. 

(3). Methods of training children. 

(4). Subjects included in liberal course 

of study. 
(5). Education of women, 
g. Educational doctrines expressed in the 
Laws. 



HISTORY OF EDUCATION. 23 

OUTLINE IX.— Reading References. 

Painter: pp. 60-2. 

Compayre: pp. 27-34. 

Seeley: pp. 63-5. 

Wilkins: pp. 103-34. 

Hailman: pp. 35-7. 

Browning: pp. 9-14. 

Philobiblius: pp. 77-80. 

Mahaffy: pp. 99-110. 

Nettleship's Lectures on the Republic: pp. 77- 
130, 259-93. 

Davidson (Aristotle): pp. 133-50. 

Davidson (Greek People): pp. 128-51. 

Kiddle and Schem: article Plato. 

Sonnenschein: article Plato. 

See Bryan's Plato the Teacher: especially on 
Book VII. 



Note. — Compare the educational scheme proposed in the Re- 
public with the caste systems of India and Egypt. Was Plato 
despairing of the organization of society, schools, etc., then exist- 
ing in the Athenian state? 



24 OUTLINE STUDIES. 

OUTLINE X. 

SECOND EPOCH. THE CLASSICAL NATIONS. 

I. Greece (Continued). 

9. Aristotle. 

a. Biographical summary. 

b. Relation to Plato and to Socrates. 

c. Writings. 

d. Outlines of educational system. 

e. Work as a teacher 
(1). In Macedonia. 
(2). In the Lyceum. 

f. Permanent influence. 

10. Pythagoras. 

a. Life and character. 

b. School founded by him. 

c. Course of study. 

d. Leading educational doctrines. 

e. Spartan character of system. 



HISTORY OF EDUCATION. 25 

OUTLINE X.— Reading References. 

Browning: pp. 14-16. 

Painter: pp. 45-9. 62-5. 

Compayre: pp. 36-40. 

Seeley: pp. 65-7, j$. 

Wilkins: pp. 135-67. 

Mahaffy: pp. 1 10-15. 

Hailman: pp. 37-41. 

Philobiblius: pp. 70-3, 80-6. 

Davidson (Aristotle): pp. 52-9, 153-202. 

Davidson (Greek People): pp. 152-68. 

Kiddle and Schem: article Aristotle. 

Sonnenschein: article Aristotle. 

Laurie's Pre-Christian Education: pp. 313-18. 



Notes.— 1. If Aristotle had little influence upon education and 
the schools in his time, his later influence, exerted through his 
philosophy and treatises on many subjects was almost unbounded. 
This will be observed later in connection with Mohammedan 
schools and Scholasticism. 

2. The school of Pythagoras is widely at variance with any 
other system of Greek education. It seems to include Spartan, 
Egyptian, and Hindoo elements. What present day cults hold 
doctrines similar to those taught by Pythagoras? 



26 OUTLINE STUDIES. 

OUTLINE XI. 

SECOND EPOCH. THE CLASSICAL NATIONS. 

II. Rome. 

i. Character of the early Romans. 

2. Esteem in which women were held. 

3. Nature of education in the early period. 

4. Character and effect of Greek influence. 

5. Management of schools, teachers, buildings, 
etc. 

6. Courses of study. 

7. Ouintilian. 

a. Biographical points. 

b. Institutes of Oratory. 

c. General educational views. 

8. Plutarch. 

9. Seneca. 
10. Cicero. 



HISTORY OF EDUCATION. 2J 

OUTLINE XL— Reading References. 

Painter: pp. 65-79. 

Compayre: pp. 42-60. 

Browning: pp. ib-34. 

Hailman: pp. 42-51. 

Seeley: pp. 74-88. 

Shoup: pp. 156-63. 

Philobiblius: pp. 89-99. 

Kiddle and Schem: articles Rome. 

Rosenkranz's Philosophy of Education: pp. 229- 
239- 

Laurie's Pre-Christian Education: pp. 318-436. 

Sonnenschein: article Rome. 

Quintilian's Institutes of Oratory (Bohn Edition): 
pp. 9-28. 

Clark's Education of Children at Rome. 

Larned I: pp. 685-7, m article Education. 

Davidson's History of Education: pp. 105- ri. 



Note?. — 1. Of the authors referrod to above, Laurie gives the 
most complete, and Clarke the most concise presentation of Rom- 
an education. 

2. It is both historically accurate and logical to conceive three 
periods in Roman education, — 1. The primitive period. 2. The 
period of early Greek influence. 3 The period of decadence. 



28 OUTLINE STUDIES. 

OUTLINE XII. 

THIRD EPOCH. EARLY CHRISTIAN CENTURIES. 

I. Influence of Christian doctrine. 
II. Reasons for lack of literary training. 

III. Attitude of the church fathers toward pagan 

learning. 

IV. How the old learning was preserved. 
V. Catechetical schools. 

VI. Influence of asceticism. 

VII. Comparison of Roman and Teutonic charac- 
ter. 



HISTORY OF EDUCATION. 29 

OUTLINE XII— Reading References. 

Compayre: pp. 61-8. 
Painter: pp. 80-93. 
Seeley: pp. 89-1 1 5. 
Philobiblius: pp. 94-9, 12 1-9. 
Shoup: pp. 162-9. 
Hailman: pp. 52-4. 
Browning: pp. 35-6. 
West's Alcuin: pp. 9-18. 

Draper's Intellectual Development of Europe: 
pp. 266-325. 

Guizot's History of Civilization II: pp. 102-3. 
Davidson's History of Education: pp. 121-32. 



Note. — The pagan schools did not cease their activity at the 
beginning of the Christian era. They continued in existence 
until the fourth century, and in same cases later. See Kingsley's 
Hypatia for an account of pagan teaching in Alexandria at a late 
date. 



30 OUTLINE STUDIES. 

OUTLINE XIII. 

FOURTH EPOCH. MIDDLE AGE EDUCATION. 

I. General neglect of learning, 
i. Reasons. 
II. The seven liberal arts. 
i. Trivium. 
2. Quadrivium. 

III. Monastery schools. 

IV. Cathedral schools. 
V. Parochial schools. 

VI. Early Irish schools. 



HISTORY OF EDUCATION. 3 I 

OUTLINE XIII.— Reading References. 

Seeley: pp. 116-20. 
Browning: pp. 35-42. 
Painter: pp. 93-104. 
Compayre: pp. 68-70. 
Philobiblius: pp. 131-40. 
Shoup: pp. 177-81. 

Laurie's Rise of Universities: pp. 18-38. 
West: pp. 14-27. 

Educational Review I: pp. 220-43. 
Llantavit Major: pp. 13-18, 99-120, et passim. 
Kiddle and Schem: articles Parochial Schools, 
Cathedral Schools, Arts, Liberal. 



Notes. — 1. In purpose and character of work, compare the 
parochial with the catachetical school. Note the general similar- 
ity of cathedral and monastery schools. Compare the work of- 
fered the interns and the externs. 

2, Trace the probable origin of the early Irish and Welsh 
schools. An interesting analogue will be found later in the rise 
and fall of the Mohammedan schools, especially in Spain. 



32 OUTLINE STUDIES. 

OUTLINE XIV. 

FOURTH EPOCH. MIDDLE AGE EDUCATION. 

VII. The work of Charlemagne and Alcuin. 

1. Neglect of schools in their time. 

2. Political and intellectual ambitions of Char- 
lemagne. 

3. His plans for national education. 

4. The Palace School. 
5 Alcuin. 

a. Life and teaching work. 

b. Writings. 

c. Educational influence. 

6. Reasons for failure of the renascence of 
Charlemagne 



HISTORY OF EDUCATION. 33 

OUTLINE XIV.— Reading References. 



■b 



West: pp. 28-123. 
Seeley: pp, 125-9. 
Compayre: pp. 71-3. 
Painter: pp. 104-6. 
Laurie: pp. 39-53. 
Philobiblius: pp. 142-6. 

Rashdall's Universities of Europe in the Middle 
Ages: pp. 26-38. 

Kiddle and Schein: articles Alcuin, Charlemagne. 
Sonnenschein: articles Alcuin, Charlemagne. 
Britannica: article Alcuin. 

Guizot, Vol. II: pp. 416-21, Vol. Ill: pp. 30-54. 
Morley's English Writers II: pp. 158-73. 
Davidson's History of Education: pp. 151-8. 



Notes. — 1. The educational work of Charlemagne seems to 
have had quite as much a political, as an intellectual basis. It 
was one of the details for building a great empire. How does it 
compare with the present German attitude toward education? 

2. Compare with the educational work encouraged by Charle- 
magne the corresponding work done by Alfred in England and the 
continuance of the Scotch, Irish, and Welsh schools. 



34 OUTLINE STUDIES. 

OUTLINE XV. 

FOURTH EPOCH. MIDDLE AGE EDUCATION. 

VIII. Mohammedan Learning. 

i. Early antagonism of the Arabs to study. 

2. The religious motive to education. 

3. From religious to secular education. 

4. Source of material. 

5. Growth of schools, east and west. 

6. Attainments in various departments of 
learning. 

7. Noted names. 

8. Decadence of schools, reasons for. 

9. Their influence on the learning of other 
countries. 



HISTORY OF EDUCATION. 35 

OUTLINE XV.— Reading References. 

Seeley: pp. 143-7. 
Painter: pp. 114. 
Shoup: pp. 170-2. 
Philobiblius: pp. 149-50. 
Williams' History of Education: pp. 12-3. 
Britannica II: pp. 262-5, in article Arabia. 
Kiddle and Schem: article Arabian Schools. 
Lewes' History of Philosophy II: pp. 33-8. 
Crichton's History of Arabia II: pp. 60-107. 
Draper's Intellectual Development of Europe: 
PP- 383-90, 402-12. 

Davidson's History of Education: pp. 132-50. 



Note. — This subject seems to have been treated very inade- 
quately by most historians of education. The phases of greatest 
interest and most importance are the origin of Mohammedan 
schools and their effect upon later systems of education. 



$6 OUTLINE STUDIES. 

OUTLINE XVI. 

FOURTH EPOCH. MIDDLE AGE EDUCATION. 

IX. Rise of Universities. 

1. Influence of Alcuin and his pupils. 

2. Influence of the Mohammedans. 

3. Abelard. 

a. Life and work. 

b. Relation to universities. 

4. Growth of the scientific spirit. 

5. Necessity for oral teaching. 

6. Development of the university from the 
lower schools. 

7. Distinction between the university and the 
school. 

8. Relation of the university to church and 
state. 

9. Beginnings of the University of Paris. 
10. The University of Bologna. 

it. The University of Salerno. 
12. Other early universities. 



HISTORY OF EDUCATION. 



37 



OUTLINE XVI.— Reading References. 
Laurie: 75-171. 
West: pp. 177-9. 
Rashdall: pp. 38-72. 
Seeley: pp. 136-42. 
Painter: pp. 11 5-17. 
Compayre: pp. 75-7. 
Shoup: pp. 185, 204-6. 
Philobiblius: pp. 15 1-6. 

Paulsen's German Universities: pp. 16-38. Same 
matter in 

Report of Commissioner of Education for 1 891-2: 
pp. 253-60. 

Kiddle and Schem: article University. 

Britannica XXIII: pp. 831-6, in article Univer- 
sities. 

Compayre's Abelard: pp. 3-69. 

Davidson: pp. 159-74. 



Note.— In the earliest universities authority was mainly de- 
rived from the students; in modern universities authority is 
granted by the state. Student universities and state universities 
are the extremes as to university authority. 



38 OUTLINE STUDIES. 

OUTLINE XVII. 

FOURTH EPOCH. MIDDLE AGE EDUCATION. 

IX. Rise of Universities {Continued). 

13. Privileges of universities. 

14. Organization of nations and faculties. 

a. Reasons for. 

b. Officers. 

c. Relations of the faculties. 

15. University government. 

a. Election of university authorities. 

b. Enforcement of rules and law. 

16. Courses of study. 

17. Methods of teaching and learning. 

18. Examinations and degrees. 

19. Manner and habits of student life. 

20. Extent of the influence of early universities. 



HISTORY OF EDUCATION. 39 

OUTLINE XVII.— Reading References. 

Laurie: pp. 172-235, 268-93. 
Compayre's Abelard: pp. 75-306, passim. 
Barnard's Superior Instruction: pp. 273-330, 
passim. 

Rashdall: pp. 4-22, et passim. 



Notes. — 1. Interesting comparisons of the medieval and mod- 
ern universities may be made with reference to degree require- 
ments, faculties and their officers, and the manner of student life. 

2. Note the relation of the faculty of Arts to the other faculties 
and the changed relation of later times. 



40 OUTLINE STUDIES. 

OUTLINE XVIII. 

FOURTH EPOCH. MIDDLE AGE EDUCATION. 

X. Influence of the crusades. 
i. In intellectual interests. 

2. In social life and statecraft. 

XI. Byzantine learning. 

i. Source and character. 

2. Jnfluence on European learning. 

XII. Scholasticism. 

1. General character. 

2. Influence on medieval culture. 

XIII. Secular Schools. 

1. Origin. 

2. Distinction between secular and clerical 
schools. 

XIV. Education of Women. 
XV. Knightly Education. 



HISTORY OF EDUCATION. 41 

OUTLINE XVIII.— Reading References. 
Seeley: pp. 12 1-4, 132-8. 
Laurie: pp. 75-90, passim. 
Painter: pp. 106-13. 
Browning: pp. 40-2. 
Williams: p. 13. 
Compayre: p. 71. 

Sonnenschein: article Scholasticism. 
Kiddle and Schem: article Scholasticism. 
Philobiblius: pp. 155-9. 



Note.— The formerly undisputed claim of the church to control 
education receives its first check in the foundation of the burgher 
school. Thereafter until the present the church more and more 
yields its authority over the school to the state. 



4 2 OUTLINE STUDIES. 

OUTLINE XIX. 

FIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

I. Revival of Learning, 
i. Causes. 

a. Crusades and their influences. 

b. Explorations. 

c. Scientific discoveries. 

d. Art of printing. 

e. Fall of Constantinople. 

f. Influence of Dante and Petrarch. 

2. Unequal progress in different countries. 

a. Order in which leading countries were 
influenced. 

3. Unlike effects produced on different nation- 
alities. 

a. Types — Italy and Germany. 

4. Changes in educational purposes and meth- 
ods. 



HISTORY OF EDUCATION. 43 

OUTLINE XIX.— Reading References. 

Painter: pp. I 18-25. 

Compayre: pp. 83-6. 

Williams: pp. 23-48,. 

Seeley: pp. 148-54. 

Browning: pp. 43-6. 

Shoup: pp. 190-204. 

Jos. Payne's Lectures on the History of Educa- 
tion: pp. 35-6. 

Education, Vol. I: pp. 37-47, i77"9- 

Britannica: article Renaissance, passim. 

Symonds' Age of Despots: Chapter II. 

Draper's Intellectual Development of Europe, 
Vol. II: pp. 190-203. 



Note. — It is a mistake to consider the revival of learning as 
something sudden and unheralded. It was the natural culmina- 
tion of -movements that had been in progress since the eleventh 
century. The work of the carry universities was an important 
factor in bringing about this result. 



44 



OUTLINE STUDIES. 



OUTLINE XX. 

FIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

II. Humanism. 

. Origin and growth of its influence. 



Characteristics of early humanism, 
Reasons for its rapid development. 
Antagonistic influences. 
Typical humanists. 

a. Agricola. 

(i). Life and work. 
(2), Educational views. 

b. Erasmus. 

(i). Life and character. 
(2). Writings. 
(3). Educational views. 
(4). Influence. 
Survival of humanistic ideas. 



HISTORY OF EDUCATION. 45 

OUTLINE XX.— Reading- References. 

Browning's Aspects of Education: Chapter I. 
Barnard's German Educators: pp. 59-65, 71-84. 
Kiddle and Schem: articles Agricola, Erasmus. 
Seeley: pp. 155-63. 
Compayre: pp. 86-91. 
Williams: pp. 20-21, 56-65. 
Painter: pp. 125-35. 



Notes. — 1. Humanism is a term that needs careful definition. 
There have been many phases of development in the idea. The 
humanism of Erasmus is quite different from the humanism of 
today, and there have been intermediate stages. Humanism 
represents the most vital single element in the history of culture 
for five hundred years. 

2. Determine to what extent the prominence of classical studies 
in present curriculums is logical, and to what extent based on 
historical grounds. 



46 OUTLINE STUDIES. 

OUTLINE XXI. 

FIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

III. Educational results of the Reformation. 

1. Relation of the Revival of Learning to the 
Reformation. 

2. Condition of schools prior to the Reforma- 
tion. • 

3. Attitude of church authorities toward greater 
intellectual freedom. 

4. Protestant principles that enforced educa- 
tional efforts. 

5. Educational principles and practices of the 
reformers. 

a. Luther. 

b. Melancthon. 

c. Calvin. 

d. Zwingli. 



HISTORY OF EDUCATION. 47 

OUTLINE XXL— Reading References. 

Larned I: pp. 703-5, in article Education. 

Painter: pp. 135-54. 

Seeley: pp. 164-73. 

Williams: pp. 49-55, 91-6. 

Compayre: pp. 113-20. 

Browning: pp. 43-7. 

Barnard's German Teachers and Educators: pp. 
97-184. 

Cyclopedias of Education: Articles Luther, Me- 
lancthon. 

Davidson: pp. 175-98, passim. 



Note. — Show the logical connection between the Reformation 
and the revival of learning, how each was at once the cause and 
the effect of the other. 



4'S OUTLINE STUDIES. 

OUTLINE XXII. 

FIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period. 

1. Vives — an early exponent of modern doc- 
trines. 

a. His times and his work. 

b. Views regarding the character of teach- 
ers. 

c. Concerning method. 

d. Influence of school buildings and sur- 
roundings. 

2. Ramus — the revolt against scholasticism. 

a. Life and work. 

b. Attitude toward scholasticism. 

c. University reform. 

3. Rabelais — a forerunner of realism. 

a. Life and character. 

b. Gargantua and Pantagruel. 

c. Leading educational doctrines. 



HISTORY OF EDUCATION. 49 

OUTLINE XXII —Reading References. 

Williams: pp. 65-80. 

Compayre: pp. 91-100, 132. 

Munroe: pp. 8-35. 

Browning: pp. 68-78. 

Seeley: pp. 192-5. 

Larned I: pp. 702-3. 

Shelley's Scientific Men of France: pp. 23-39. 

Britannica: articles Ramus, Rabelais. 



Note — While neither Rabelais nor Montaigne was an educator 
in the usual sense, they discussed educational conditions with 
such spirit that it seemed proper to study those views in connec- 
tion with these outlines. 



50 OUTLINE STUDIES. 

OUTLINE XXIII. 

FIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period (Continued). 

4. Montaigne. 

a. Life. 

b. Writings. 

c Educational views. 
(1). Language study. 
(2). Discipline. 
(3). Method. 

5. Ascham. 

a. Life and work as a teacher. 

b. Methods of language stud)'. 

6. Mulcaster. 

a. Education and teaching work. 

b. Writings. 

c. Leading educational doctrines. 



HISTORY OF EDUCATION. 5 I 

OUTLINE XXII L— Reading References. 

Montaigne's Education of Children (International 
Education Series). 

Ascham's Schoolmaster (Arber's English Reprints). 

Mulcaster's Positions: pp. 299-309, et passim. 

Painter: pp. 175-9. 

Compayre: pp. 100-110. 

Seeley: pp. 190-2, 195-8. 

Browning: pp. 78-89. 

Williams: pp. 80-90, 106-13. 

Munroe: pp. 95-123, passim. 

Gill's Systems of Education: pp. 4-15. 

Quick's Educational Reformers: pp. 70-102. 

Dictionary of National Biography: articles As- 
cham, Mulcaster. 

Cyclopedias of Education: articles Ascham, Mon- 
taigne, Mulcaster. 



Note. — The page references to Quick's Educational Reformers 
are to the edition in the International Education Series The 
same matter may be found in the Clark and Bardeen editions 
The references to Williams are to the third edition of his History 
of Education. Generally the same matter may be found in the 
earlier editions. 



52 OUTLINE STUDIES. 

OUTLINE XXIV. 

FIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period (Continued). 
y. Loyola and the Jesuit Schools. 

a. Origin of the system. 

b. Rapid development. 

c. Courses of study— Ratio Studiorum. 

d. Methods of teaching. 

e. Discipline. 

f. Use of emulation. 

g. Reputation of the Jesuit schools, 
h. Chief defects of the system. 

i. Later influence. 



HISTORY OF EDUCATION. 53 

OUTLINE XXIV.— Reading References. 

Hughes' Loyola: Chapters VI and X, et passim. 

Barnard's German Educators: pp. 229-67. 

Compayre: pp. 138-50. 

Painter: pp. 166-73. 

Quick: pp. 33-62. 

Munroe: pp. 125-35. 

Shoup: pp. 210-14. 

Williams: pp. 113-17. 

Seeley: pp. 182-8. 

Browning: pp. 117-25. 

Larned I: pp. 708-9, in article Education. 

Philobiblius: pp. 197-202. 

Cyclopedias of Education: article Jesuits. 

Davidson's History of Education: pp. 183-8. 



Note. — The Ratio Studiorum, the course of study for the 
Jesuit schools, was, in the early part of this century, modified to 
meet the greater demand for modern languages and science work; 
but in detail and in spirit the plan of work in these schools re- 
mains very much the same as it was three hundred years ago. 
Few educational instruments have shown such prolonged power 
and usefulness as has the Ratio Studiorum. 



54 OUTLINE STUDIES. 

OUTLINE XXV. 

FIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period {Continued). 

8. Sturm. 

a. His work as a teacher. 

b. Character of Sturm's graded system. 

c. Its influence. 

d. Defects in Sturm's theory and practice. 

9. Trotzendorf. 

a. His relation to Melancthon. 

b. Emphasis put on preparatory work. 

c. Form of school government. 
10. Neander. 

a. Elementary and higher work distin- 
guished. 

b. Place given to scientific studies. 



HISTORY OF EDUCATION. 55 

OUTLINE XXV.— Reading References. 
Williams: pp. 96-106. 
Seeley: pp. 174-81. 
Painter: pp. 159-64. 
Quick: pp. 27-32. 

Barnard's German Teachers: pp. 185-228, passim. 
Philobiblius: pp. 193-6. 

Kiddle and Schem: articles Sturm, Trotzendorf, 
Germany. 



Notes. — 1. A system of grading and the classical ideal in 
studies are the two important elements that Sturm contributed to 
school systems The prominence given to classical studies is still 
very marked in many quarters The German gymnasium, the 
English public school, and the American church college illustrate 
the classical tendency. 

2. Some recent experiments in developing self-government 
among youth add interest to Trotzendorf s plan of school govern- 
ment. Amherst College, Princeton University, the George Junior 
Republic, and some of the Chicago ward and high schools show 
recent application of some of the principles set forth by Trotzen- 
dorf. 



56 OUTLINE STUDIES. 

OUTLINE XXVI. 

SIXTH EPOCH. EDUCATION IN THE SEVENTEENTH 

CENTURY. 

I. Work of the Jansenists. 

1. Origin of the sect. 

2. Leading teachers and writers. 

3. Their educational theory and practice. 

4. Antagonism of the Jesuits. 

5. Permanence of Jansenist influence. 

6. Work of Jaqueline Pascal. 

II. Fenelon. 

1. Leading events of life. 

2. Work as a teacher. 

3. Pedagogical writings. 

4. Leading educational principles. 



HISTORY OF EDUCATION. $7 

OUTLINE XXVI.— Reading References. 

Fenelon's Education of Girls. 
Cadet's Port Royal Education: pp. 1-7, 46-59, 
100-9, 221-42, pas s im. 
Beard's Port Royal: pp. 127-60. 
Painter: pp. 224-34,. 
Munroe: pp. 134-52. 
Seeley: pp. 188-9, 223-7. 
Browning: pp. 125-32. 
Williams: pp. 186-90, 231-41. 
Compayre: pp. 153-86. 
Kiddle and Schem: article Fenelon. 
Sonnenschein: article Jansenists. 



Note. — In its later influence the educational work of the 
Jansenists was very important, but it represents only one phase of 
their life and work; and the educational differences between the 
Jansenists and the Jesuits is only a small part of the long, bitter 
conflict between them. 



5^ OUTLINE STUDIES. 

OUTLINE XXVII. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 
CENTURY 

III. Work of La Salle and Brethren of the Chris- 
tian Schools, 

1. Allied events precedent. 

a. Efforts of Demia. 

b. Work of Claude Joly. 

c. "Book of the Parish School." 

2. La Salle and his order. 

a. Life and character of La Salle. 

b. Brethren of the Christian Schools. 

c. Idea of normal training. 

d. Gratuitous and obligatory instruction. 

e. "The Conduct of Schools." 
(i). Organization. 

(2). Curriculum. 

(3). Simultaneous instruction. 

(4). Punishment. 



HISTORY OF EDUCATION. 59 

OUTLINE XXVII.— Reading References. 

Compayre: pp. 252-77. 
Seeley: pp. 227-8. 
Kiddle and Schem: article La Salle. 
See General Encyclopedias and the French La 
Grande Encyclopedic XV: pp. 475-6. 



Note— The work of the Brethren of the Christian Schools 
represents one of the most intelligent and most successful attempts 
to conduct primary schools for all the people made before the ad- 
vent of the nineteenth century and state education. La Salle 
began his work more than a century before there was anything 
like adequate organization for providing primary instruction in 
England. 



60 OUTLINE STUDIES. 

OUTLINE XXVIII. 

SIXTH EPOCH. EDUCATION IN THE SEVENTEENTH 

CENTURY. 

IV. Rollin. 

i. Life and character. 

2. His teaching work. 

3. Connection with the University of Paris. 

4. His writings. 

5. Educational doctrines. 

V. Madame de Maintenon and the School of 
St. Cyr. 

1. Founding and purpose of the school. 

2. Two periods and changed plans 

3. Course of training. 

4. Writings and educational views of Madame 
de Maintenon. 

VI. Progress of. and general attitude toward, the 
education of women in France. 



HISTORY OF EDUCATION. 6 1 

OUTLINE XXVIII. —Reading References. 

Compayre: pp. 217-52. 
Williams: pp. 281-90, 224-5. 
Britannica and other general works. 



Notes. — 1. As an index of the bitterness of theological con- 
troversy it is interesting to note that the right of Rollin to hold 
the rectorship of the University of Paris was successfully chal- 
lenged because of his adherence to Jansenist doctrines. 

2. The educational influence of Madame de Maintenon was 
much lessened by her complete change of plan of conducting the 
school of St. Cyr. If the first plans had been adhered to it is 
possible that France might have attained a place of leadership in 
the higher education of women 



62 



OUTLINE STUDIES. 



OUTLINE XXIX. 



SIXTH EPOCH. EDUCATION IN 

CENTURY. 



THE SEVENTEENTH 



VI. Work and influence of Ratich. 



The Innovators — nature of their influence. 

Chief demands made by them. 

Ratich the first of the Innovators. 

Life and character. 

His proposals for educational reform. 

Ratich's teaching experiences. 

Reasons for his failures. 

His writings and educational doctrines 

Ratich's relation to subsequent reform. 



HISTORY OF EDUCATION. 6$ 

OUTLINE XXIX.— Reading References. 

Quick: pp. 103-18. 

Browning: pp. 51-6. 

Seeley: pp. 209-11. 

Shoup: pp. 217-18. 

Williams: pp. 154-62. 

Painter: pp. 194-200. 

Compayre: pp. 121-2. 

Payne: pp 67-7 1. 

Barnard's German Teachers: pp. 319-44. 

Laurie's Comenius: pp. 15-18. 

Cyclopedias of Education: article Ratich. 



Note. — Compare Ratich's educational principles with the gen- 
eral principles of the Innovators. What views set forth by Ratich 
seem to lack validity? It happened to Ratich as to many other 
historical characters that those who followed him, adopting and 
adapting his principles and plans, have received more credit than 
the originator. The reasons for this are partly personal and 
partly in the nature of the times in which he lived. 



6/\. OUTLINE STUDIES. 

OUTLINE XXX. 

SIXTH EPOCH. EDUCATION IN THE SEVENTEENTH 

CENTURY. 

VII. Comenius — The Greatest of the Innovators. 

1. Early life and education. 

2. Work at Fulneck. 

3. At Lissa. 

4. Visit to London. 

5. Work in Elbing. 

6. In Patak. 

7. Later years. 

8. Pansophic schemes 

9. Ideal school organization. 

10. Didactica Magna. 

11. [anna Linguarum Rcserata. 

12. Or bis P ictus. 

13. Other educational writings. 

14. Summation of leading principles. 

15. Educational influence. 



HISTORY OF EDUCATION. 6$ 

OUTLINE XXX.— Reading References. 

Laurie's Comenius: pp. 19-65. 

Quick: pp. 119-70. 

Painter: pp. 200-12. 

Browning: pp. 56-67. 

Williams: pp. 163-86. 

Compayre: pp. 122-37. 

Munroe: pp. 72 94. 

Seeley: pp. 21 1-17. 

Payne: pp. 76-82. 

Barnard's German Teacher's: pp. 347-88. 

Report of National Educational Association for 
1892: pp. 703-28. 

Educational .Review III: pp. 209-36. 

Hanus' Educational Aims and Educational Val- 
ues: pp. 195-2 1 1 . 



Note. — This study has to do with only the educational side of 
the work of Comenius; but he was nearly or quite as much a 
theologian as he was an educator. His theological contentions 
and the elaboration of his religious views often interrupted or de- 
layed the educational work that he had undertaken. Owing to the 
troublous times in which be lived, the immediate influence of 
Comenius and his educational doctrines was not so great as would 
be supposed from the reading of some authors. 



66 OUTLINE STUDIES. 

OUTLINE XXXI. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 
CENTURY. 

VIII. Influence of Francis Bacon, 
i. Life. 

2. Writings. 

3. Bacon and the university. 

4. Other educational views. 

5. Influence of the Baconian philosophy. 

IX. Educational Views of Milton. 

1. Life and character. 

2. Views regarding university life. 
. ^. Tractate on Education. 



HISTORY OF EDUCATION. 6j 

OUTLINE XXXI. —Reading References. 

Painter: pp. 179-94. 

Seeley: pp. 205-9, ^17-20. 

Browning: pp. 89-101. 

Munroe: pp. 36-67. 

Williams: pp. 191-202. 

Quick: pp. 212-18. 

Laurie's Addresses on Educational Subjects: pp. 
164-89. 

Barnard's English Pedagogy: pp. 77-94, 151-90. 

Kiddle and Schem: articles Bacon, Milton. 

Sonnenschein: article Milton. 

The "Tractate" may be found in full in Milton's 
prose works and in Barnard's English Pedagogy. 



Notes.— 1. It is questionable if the claim that Bacon is the 
founder or discoverer of the inductive method of investigation is 
well founded. Was the philosophy of Aristotle wholly deductive? 

2. The smallest part of Milton's title to fame is in the expres- 
sion of his educational views The Tractate, which is well worth 
reading in full, is, especially in the latter part, a rather oft-hand 
discussion of a very large subject. 



68 OUTLINE STUDIES. 

OUTLINE XXXII. 

SIXTH EPOCH. EDUCATION IN THE SEVENTEENTH 

CENTURY. 

X. Work and Influence of John Locke. 

1. Early life and education. 

2. His life at Oxford. 

3. Connection with the Shaftesburys. 

4. Teaching work. 

5. Political offices and dangers. 

6. Writings. 

7. Reason for first writing "Thoughts on Edu- 
cation. " 

8. Important doctrines of the "Thoughts." 

a. On physical education. 

b. On intellectual development. 

c. On moral discipline. 

9. Locke and Montaigne compared. 
10. Influence of Locke on Rousseau. 



HISTORY OF EDUCATION. 69 

OUTLINE XXXII.— Reading References. 

Munroe: pp. 101-23. 

Browning: pp. 102-16. 

Compayre: pp. 194-210. 

Quick: pp. 219-38. 

Painter: pp. 213-24. 

Williams: pp. 202-19. 

Cyclopedias of Education: article Locke. 

Seeley: pp. 220-3. 

Davidson: pp. 199-208. 

"Thoughts on Education" may be found com- 
plete in Quick's Locke on Education, in English 
Pedagogy, pp. 225-342, and in Locke's Works, 
Volume IX, pp. 6-205. 



Note. — The doctrines of Locke form the basis of much of 
Rousseau's Emile On the cardinal principles expressed by Locke, 
compare Rousseau and Montaigne. Do the views of Comenius 
ally him with this group of thinkers? 



/O OUTLINE STUDIES. 

OUTLINE XXXIII. 

SIXTH EPOCH. EDUCATION IN THE SEVENTEENTH 

CENTURY. 

XI. American Education. 

i. Attitude of New England colonists toward 
schools. 

2. Early laws. 

3. Activity of the Dutch. 

4. Contrast between northern and southern 
colonies. 

a. Reasons. 

5. Grades of schools established. 

6. Subjects taught and courses of study. 

7. Founding and early history of Harvard Col- 
lege. 

8. William and Mary College. 
9J Noted names. 



HISTORY OF EDUCATION. /I 

OUTLINE XXXIII.— Reading References. 

Martin's Evolution of the Massachusetts School 
System: pp. 1-69. 

Boone's Education in the United States: pp. 1- 
60, passim. 

Painter: pp. 308-14. 

Williams: pp. 247-52. 

Barnard's American Educators: pp. 13-42, passim. 

Report of Commissioner of Education for 1892-3: 
pp. 1225-47. 

Report of Commissioner of Education for 1893-4: 
pp. 648-82. 

Hill's Harvard College: pp. 1-22. 

Educational Review III: pp. 313-36. 

Educational Review: IV: pp. 34-46, 241-52. 



Note. — The early education laws of New England mark one of 
the most advanced positions then taken anywhere in the world in 
behalf of state education But the schools there commanded by 
law were not usually free schools, supported by public taxation, 
as we now have them. 



72 



OUTLINE STUDIES. 



OUTLINE XXXIV 



SEVENTH EPOCH. 



-EDUCATION IN THE SEVENTEETH 
CENTURY. 



Pietism and the Work of Franc ke. 
i. Nature and Influence of Pietism. 

2. Early life and education of Francke. 

3. Acquaintance with Spener — results. 

4. Teaching work. 

5. Professorship at Halle. 

6. Founding and growth of the "Stiftungen." 

7. Francke's leading educational principles. 

8. Permancy of his influence. 

a. Relation to the real Schulen. 

9. Present condition of the "Stiftungen." 



HISTORY OF EDUCATION. 73 

OUTLINE XXXIV.— Reading References. 

Barnard's German Educators: pp. 407-24. 

Painter: pp. 239-47. 

Seeley: pp. 232-6. 

Williams: pp. 260-7. 

Hailman: pp. 68-73. 

Kiddle and Schem: article Francke. 

Klemm's European Schools: pp. 182-5. 

Philobiblius: pp. 218-21. 



Note. — In the history of education there is no more illustrious 
example of devotion to principle, genius for organization, and 
skill in management than is shown in the work of Francke. 
Consistent religious instruction, professional training for teachers, 
and emphasis of so-called practical studies, are his most important 
contributions to educational systems. 



74 OUTLINE STUDIES. 

OUTLINE XXXV. 

SEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH 

CENTURY. 

II. Development of German Universities. 

1. Changing relation of the faculties. 

2. Broadening and modernizing the courses of 
study. 

a. Law. 

b. Medicine. 

c. Theology. 

d. Philosophy (faculty of arts). 

3. Growth of the scientific, investigating spirit. 

4. Nature of the new humanism. 

5. Representative university leaders. 

6. New institutions. 



HISTORY OF EDUCATION. 75 

OUTLINE XXXV.— Reading References. 

Russell's German Higher Schools: pp. 64-75, 
passim. 

Painter: pp. 261-4. 

Williams: pp. 275-80. 

Barnard's Superior Instruction: pp. 52-8. 

Paulsen's German Universities: pp. 57-65. Same 
matter in 

Report Commissioner of Education '91-2: pp. 
267-9. 

Report Commissioner of Education '97-8: pp. 

45-63. 

Britannica XXIII: p. 847, in article Univer- 
sities. 



Note.— Compare the typical university of the eighteenth cen- 
tury with the earliest universities in curriculum, organization, and 
plans of teaching. Differentiate eighteenth century from sixteenth 
century humanism. Note the gradual lifting of the faculty of arts 
from a subordinate to a co-ordinate position with the other facul- 
ties. 



76 OUTLINE STUDIES. 

OUTLINE XXXVI. 

SEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH 

CENTURY. 

III. Growth of Secondary Schools in Germany, 
i. Gymnasium. 

a. Influence of humanism. 

b. Organization. 
2. Real School. 

a. Differentiation from gymnasium. 

b. Beginnings made by Francke. 

c. Work of Semler. 

d. Work of Hecker. 

IV. Professional Training of Teachers, 
i. Plans of the Jesuits. 

2. Francke's Influence. 

3. Hecker's plan. 

4. University seminars. 



HISTORY OF EDUCATION. 7/ 

OUTLINE XXXVI.— Reading References. 

Russell: pp. 64-6, 73-4, 352-4. 

Williams: pp. 266-75. 

Barnard's German Educators: 431-46. 

Sonnenschein: article Real School. 

Kiddle and Schem: articles Gymnasium, Real 
School, Teachers' Seminaries. 

Report Commissioner of Education 1897-8: pp. 
46-7. 52-3, 59"7 6 - 



Note. — In Germany is found the earliest differentiation of the 
classical and the non-classical element in school organization. 
From the beginning until very recently the plan has been to give 
these two kinds of instruction in separate institutions, involving a 
choice of scholastic career at the very beginning of school life. 
Compare with the American plan, where the division is usually 
made after eight years of school life. 



yS OUTLINE STUDIES. 

OUTLINE XXXVII. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 
CENTURY. 

V. Basedow and the Philanthropinist Movement. 

1. Early life and training of Basedow. 

2. Teaching work; character of the man. 

3. Educational writings. 

4. Leading principles. 

5. Test of principles on the daughter of Base- 



dow 



7. Establishment of the Philanthropinum. 

8. Character of work in the institution. 

9. Causes of failure. 

10. Influence of the Philanthropinum. 



HISTORY OF EDUCATION. 79 

OUTLINE XXXVII.— Reading References. 

Painter: pp. 256-61. 
Williams: pp. 318-29. 
Compayre: pp. 414-5- 
Quick: pp. 273-89. 
Seeley: pp. 250-6. 
Payne: pp. 91-6. 

Barnard's German Educators: pp. 457-90. 
Kiddle and Schem: articles Basedow, Philan- 
thropic 

Sonnenschein: article Basedow. 
Philobiblius: pp, 233-6. 



Note. — There is much in the work and character of Basedow 
to remind one of Ratich, though his work seems to have been 
less original than that of Ratich. Trace the systematic develop- 
ment of physical training in Germany from the work of the 
Philanthropinum. 



80 OUTLINE STUDIES. 

OUTLINE XXXVIII. 

SEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH 

CENTURY. 

VI. Rousseau and the Emile. 

1. Personal character of Rousseau. 

2. His revolutionary tendencies. 

3. General character of the Emile. 

4. Divisions of the work. 

5. Educational periods considered. 

a. Physical development. 

b. Intellectual education. 

c. Moral and religious culture. 

6. Rousseau's views regarding the education 
of women. 

7. Contrast of the ideal with the real in Rous- 
seau's time. 

8. Chief defects in the Emile, 

9. Influence of the work. 

10. Rousseau's indebtedness to others for the 
views expressed. 



HISTORY OF EDUCATION. 8 1 

OUTLINE XXXVIII. —Reading References. 
Painter: pp. 247-55 
Quick: pp. 239-72. 
Williams: pp. 290-309. 
Munroe: pp. 153-78. 
Compayre: pp. 278-310. 
Browning: pp. 133-48. 
Hailman: pp. 74-84. 
Seeley: pp. 241-9. 

Britannica VII: p. 676, in article Education. 
Shoup: pp. 224-7. 
Payne II: pp. 84-91. 

Davidson's Rousseau and Education According to 
Nature. 

See the unabridged and the abridged edition of 
the Emile. 



Note —The most widely divergent views regarding Rousseau and 
his work are expressed by the authors referred to above. From a 
careful comparison of these views a proper appreciation of the im- 
portance and value of Rousseau's educational dogmas may be 
gained. So far as the Emile influences present-day education, or 
has ever influenced the work of the schools, it is probably indirect- 
ly and by inference rather than by direct application of Rousseau's 
principles. 



82 OUTLINE STUDIES. 

OUTLINE XXXIX. 

SEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH 

CENTURY. 

VII. Conditions and Growth in America, 
i. Development of the common schools. 

a. Courses of stud)'. 

b. Text-books. 

c Material equipment, 
d. Character of teachers. 

2. Academies. 

3. Colleges. 

a. Institutions founded. 

b. Support, growth, influence. 

4. Beginning of permanent school funds. 

5. Education of girls. 



HISTORY OF EDUCATION. 83 

OUTLINE XXXIX.— Reading References. 

Martin's Evolution of the Massachusetts School 
System: pp. 44-126, passim. 

Boone's Education in the United States: pp. 49- 
91, passim. 

Shoup: pp. 248-62. 

Williams: pp. 361-5. 

Barnard's Educational Development in the United 
States: pp. 345-94- 

Earle's Child Life in Colonial Days: pp. 63-162, 
passim. 



Notes. — 1 Paul Leicester Ford's volume on the New England 
Primer gives a very clear account of that remarkable text-book, 
and shows its great importance in early American schools. 
Barnard and Earle also give interesting views of early school con- 
ditions in America. 

2. Schools for secondary instruction in America have been 
known chiefly as grammar schools, academies, and high schools. 
Note the decadence of the grammar schools and the rise of the 
academies, and how the academies, later, generally gave way to 
the high schools. 



$4 OUTLINE STUDIES. 

OUTLINE XL. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY 

I. The Work of Pestalozzi. 

i . Family and early years. 

2. His education. 

3. Choosing a profession. 

4. Marriage. 

5. Early years at Neuhof. 

6. Neuhof educational experiment. 

a. Plan. 

b. Difficulties. 

c. The outcome. 

7. Literary work. 

a. Purpose. 

b. Writings. 

c. Influence. 

8. Revolutionary tendencies. 

9. Pestalozzi as a politician. 

10. His work at Stanz. 

11. At Burgdorf. 

a. Work as assistant teacher. 

b. Institute at Burgdorf. 

c. Connection with Fellenberg. 

12. Yverdun. 

a. Early years. 

b. Dissensions. 

c. Closing of the Institute. 

13. Pestalozzi's last years. 

14. Influence of Rousseau on Pestalozzi's work. 

15. Educational principles. 

16. Influence of Pestalozzi on present-day edu- 
cation. 



HISTORY OF EDUCATION. 85 

OUTLINE XL.— Reading References. 

De Guimp's Life of Pestalozzi. 

Krusi's Life of Pestalozzi. 

Barnard's Pestalozzi and Pestalozzianism. 

Painter: pp. 266-78. 

Seeley: pp. 257-71. 

Williams: pp. 330-49. 

Browning: pp. 149-62. 

Hailman: pp. 93-114. 

Payne II: pp 97-114. 

Quick: pp. 290-383. 

Munroe: pp. 179-95. 

Educational Review III: pp. 173-84. 

Educational Review V: pp. 417-23. 

Compayre: pp. 412-45. 



Note — It is difficult for the student at the end of the nine- 
teenth century, when Pestalozzi's educational principles have 
mostly become commonplaces, to comprehend the tremendous 
importance of Pestalozzi's work at the century's beginning. Trace 
the growth of the ideal of universal education and the recognition 
of the importance of rational method in school work These are 
two of the most important principles that Pestalozzi contributed 
to education. 



86 OUTLINE STUDIES. 

OUTLINE XLI. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

II. Froebel and the Kindergarten. 

i. Family and early years of Froebel. 

2. Training and character of the boy. 

3. Studies at the university. 

4. Choosing an occupation. 

5. Beginning of his teaching work. 

6. Froebel at Yverdun. 

7. Military life. 

8. Later work at the university. 

9. Institute at Keilhau. 

10. Work in Switzerland. 

11. Blankenburg. 

12. Marienthal 

13. Last years. 

14. Writings. 

a. Treatise on Sphericity. 

b. Education of Man. 

15. The Kindergarten. 

a. Development of the idea. 

b. First establishments. 

c. Governmental interdiction. 

d. Later growth. 

e. Cardinal principles. 



HISTORY OF EDUCATION. 87 

OUTLINE XLL— Reading References. 

Hanschmann's Kindergarten System, passim. 

Baroness Marenholtz-Bulow's Reminiscences of 
Froebel. 

Bowen's Froebel and Education through Self- 
Activity. 

Froebel's Autobiography. 

Munroe: pp. 195-206. 

Painter: pp. 278-88. 

Payne II: pp. 1 17-34. 

Seeley: pp. 272-7. 

Boone: pp. 332-7. 

Cyclopedias of Education: article Froebel. 

Williams: pp. 396-405. 



Note. — In studying Froebel it becomes clear that his work 
supplements that of Pestalozzi. Their cardinal principles are the 
same, but Froebel seems to have been able to apply these princi- 
ples more surely than Pestalozzi. The kindergarten is the con- 
crete expression of the educational philosophy to which Froebel 
devoted a great part of his life. 



88 OUTLINE STUDIES. 

OUTLINE XLII. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

III. Development of German Education, 
i. Influence of Napoleonic wars, 
a. Fichte's addresses. 

2. Nationalizing of primary instruction. 

3. Growth of secondary schools. 

a. Rise of Tc^^Z-schools. 

b. Relation to the university; the leaving 
examination. 

4. Universities. 

a. New foundations. 

b. Development of the various faculties. 

5. Development of teachers' seminaries. 

6. Work of the ministry of education. 

7. Noted names of the present century. 



HISTORY OF EDUCATION. 89 

OUTLINE XLII.— Reading References. 

Pedagogical Seminary I: pp. 1-3. 

Seeley's German School System: pp. 40-6. 

Russell's German Higher Schools: pp. 76-105. 

Paulsen's German Universities: pp. 65-88. Same 
matter in 

Report of Commissioner of Education, '91-2: 
pp. 269-77. 

Painter: pp. 291-2. 

Williams: p. 389. 

Arnold's High Schools and Universities of Ger- 
many: pp. 41-61. 

Report Commissioner of Education 1897-8: pp. 
62-81. 

Britannica XXIII: pp. 848-9, in article Univer- 
sities. 

Barnard's National Education (German States): 
pp. 360-7, 411-23. 



Note — The secondary schools of Germany take higher rank 
than the secondary schools of America. Their work includes at 
least the equivalent of the first two years of American college 
work. Dr. Munsterberg, in a recent number of the Atlantic 
Monthly, declares that the German gymnasium includes the 
equivalent of the work done in the Freshman, Sophomore, and 
Junior years of Harvard College. 



90 OUTLINE STUDIES. 

OUTLINE XLIII. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

IV. Herbart and His Influence on Education. 
i. Life and character. 

2. Teaching work. 

3. Writings. 

4. Relation of Herbart's psychology to his 
pedagogy. 

5. Educational principles. 

6. Influence. 

a. Leading disciples. 

b: Present form of Herbartian doctrine. 



HISTORY OF EDUCATION. 9 1 

OUTLINE XLIIL— Reading References. 

Biography in Herbart's Science of Education 
(Heath edition). 

Seeley: pp. 278-83. 

Browning: pp. 17 1-7. 

Prince's Methods in German Schools: pp. 183-92. 

Klemm: pp. 184-6, 191-3. 

Compayre: p. 537. 

De Garmo's Herbart and the Herbartians, pas- 
sim. 

Educational Review I: pp. 33-45, 244-52, 453-62. 

Gilbert in Education XIV: pp. 75-80. 

Cyclopedias of Education: article Herbart. 



Note. — The disciples of Herbart have by no means agreed in 
the interpretation of some of his doctrines. Herbart's concept of 
the will is one of these disputed points in psychology which has a 
direct bearing on pedagogical principles. Another matter much 
in dispute is the application of Herbart's principle of concentra- 
tion to school work. Find the difference in the use of the terms 
concentration, co-ordination, correlation. 



92 OUTLINE STUDIES. 

OUTLINE XLIV. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

V. Development in England. 

i. Monitorial system. 

a. Work of Dr. Bell. 

b. Joseph Lancaster. 

c. Influence of monitorial system on pri- 
mary schools. 

2. First school grants. 

a. Plans of apportionment. 

3. Arnold and secondary education. 

a. Life and work of Thomas Arnold. 

b. Characteristics as a teacher. 

c. General educational influence. 

d. Changes in secondary education. 

4. Growth of technical instruction. 

5. Founding and growth of training schools 
for teachers. 

6. University development. 



HISTORY OF EDUCATION. 93 

OUTLINE XLIV —Reading References. 

Sharpless's English Education: pp: 1-15. 

Painter: pp. 302-6. 

Gill: pp. 162-202. 

Acland's Studies in Secondary Education: pp. 

1-22. 

State Education for the People: 25-30. 

Craik's The State and Education: pp. 1-47. 

Fitch's The Arnolds: passim. 

M. Arnold's Reports on Elementary Schools: pp. 
21-31. 

Stanley's Life of Arnold: passim. 

Smith's Oxford and Her Colleges: pp. 140-56. 

Barnard's English Pedagogy II: pp. 129-72. 

Barnard's National Education: pp. 727-50. 

Payne II: pp. 177-90. 

Cyclopedias of Education: articles Arnold, Bell, 
England, Monitorial system, Lancaster. 



Note— Determine if the pupil-teacher system now in the 
English schools is a survival of the monitorial system introduced 
by Bell and Lancaster. Compare with the German system of 
training teachers. The pupil-teacher plan is said to be coming 
more and more into disfavor in England. Why? Yet it will 
prove very difficult to displace it altogether. 



94 OUTLINE STUDIES. 

OUTLINE XLV. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

VI. Development of French Education. 
i. Effect of the Revolution. 

a. Precedent illiteracy. 

b. Plans of Mirabeau for education. 

c. Influence of Talleyrand. 

d. Condorcet's plan. 

2. The imperial university. 

3. Development of primary instruction. 

4. Jacotot 

5. Guizot. 

6. Women in education. 

7. Recent changes in university organization. 



HISTORY OF EDUCATION. 95 

OUTLINE XLV.— Reading References. 

Compayre: pp. 362-412, 508-34, passim. 
Painter: pp. 296-9. 
Quick: pp. 4 I 4-3^- 
Munroe: pp. 208-18. 
Payne II: pp. 135-67. 

Barnard's Superior Instruction: pp. 769-800, 
passim. 

Barnard's National Education: pp. 381-90. 
Report Commissioner of Education '96-7: pp. 

33-7- 

Circular of Information, No. 4, '81: pp 95-114, 
passim. 

■ Kiddle and Schem: articles Jacotut, France, 
passim. 



Note. — On account of recent changes writers on university 
organization whose works were published before 1896 should be 
consulted with caution. Important changes have also been made 
recently in secondary schools and superior primary and industrial 
schools. Compare the educational effect of the defeat of France 
by Germany in 1870 with that of the defeat of Prussia by France 
in 1806. 



96 OUTLINE STUDIES. 

OUTLINE XLVI. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

VII. Development in America. 

i. The national university idea. 

a. Leading advocates. 

b. Attempts to realize the idea. 

2. National aid to education. 

a. Land grants for common schools. 

b. Surplus revenue fund. 

c. Agricultural college grants. 

3. Improvement in common school conditions. 

4. Growth of high schools. 

5 Origin and development of school supervis- 
ion. 



HISTORY OF EDUCATION. Q/ 

OUTLINE XLVI.— Reading References. 

Hinsdale's Horace Mann: pp. 281-310. 

Martin: pp. 186-235. 

Williams: pp. 388-95. 

Painter: pp. 314-18. 

Boone: pp. 79-116. 

Johnson's Country School: pp. 31-55, et passim. 

Report National Educational Association, '87: 
pp. 118-45, passim. 

Report Commissioner of Education, '92-3: pp. 
1268-87, 1293-1312. 

Report Commissioner of Education, '94-5: pp. 
J 505-1616, passim. 



Note — Determine what precedents, if any, led to the school 
land grant made in the Ordinance of 1787. Note the increase in 
the grant made for common schools more than half a century 
later The grants made for agricultural colleges represent almost 
the only case where congress has made direct appropriations for 
educational institutions not under control of the national author- 
ities. 



98 OUTLINE STUDIES. 

OUTLINE XLVU. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

Vfl. Development in America {Continued). 

6. Higher education for women. 

a. Pioneer work of Miss Lyon, Mrs. Willard, 
Miss Grant, and others. 

b. Colleges for women. 

c. The "annex" idea. 

d. Co-education. 

7. Founding and growth of state universities. 

8. Establishment and development of schools 
for defectives. 

9. Some educational pioneers and leaders of 
this century. 

a. Horace Mann. 

b. David P. Page. 

c. Henrv Barnard. 



HISTORY OF EDUCATION. 99 

OUTLINE XLVIL— Reading References. 

Martin: pp. 135-85, passim. 

Boone: pp. 362-80. 

Seeley: pp. 284-8. 

Hinsdale's Horace Mann, passim. 

Barnard's American Teachers: pp. 100-103, 125- 
68, 365-99, passim 

Ten Brook L s State Universities: pp. 58-74. 

Mrs. Mann's Life of Horace Mann, passim. 

Sonnenschein: article Mann. 

Kiddle and Schem: articles Mann, Lyon, Page, 
Willard. 

Education V: pp. 506-17. 

Hitchcock's Religious Truths Illustrated from 
Science: pp. 354-72, passim. 



Notes. — 1. The increase in the maximum of educational op- 
portunity for girls and women from the dame-school to the uni- 
versity is a marvelous development, in the record of which all 
Americans, especially all American women, may feel a just pri.'c. 
No nation now equals the United States in the untrammeled con- 
ditions for intellectual development that are offered to women. 

2. Compare the eastern and the western states with reference 
to the relative importance of state universities. Why should an 
educational means of this kind be used so widely and so efficient- 
ly in one sertion and be almost unused in another? 



Lore, 



IOO OUTLINE STUDIES. 

OUTLINE XLVIII. 

EIGHTH EPOCH.— EDUCATION IN THE NINETEENTH 
CENTURY. 

VIII. Present Organization of German Schools 

1. Elementary schools. 

a. Various types and purposes. 

I). Courses ol study. 

c. Support, control and supervision. 

d. Training of teachers. 

e. Influence of Herbart. 

f. Supplementary and industrial schools. 

2. Secondary schools. 

a. Gymnasium and Real school. 

b. Other forms of secondary schools. 

c. Courses of study. 

d. School attendance and military service. 

e. Qualifications and training of teachers. 

3. Universities. 

a. University influence. 

b. Spirit of university work. 

c. Eaculties, examinations, degrees. 

d. Lehrfreiheit and Lemfreiheit. 

e. Classes, appointment, and tenure of uni- 
versity instructors. 



History of education. ioi 

OUTLINE XLVIIL— Reading References. 

Seeley: pp. 289-95. 

Painter: pp. 291-6 

In Educational Review: 

Vol. I: pp. 200-8, 378-81, 490-3. 

Vol. V: pp. 3*3-24- 

Vol. VII: pp. 460-5. 

Vol. VIII: pp. 240-57. 
Reports of Commissioner of Education: 

For 1 891-2 : pp. 277-368. 

For 1894-5: pp. 322-425. 

For 1895-6: pp. 187-212. 

For 1897-8: pp. 79-82. 
Other valuable material on this subject may be 
organized by the use of indexes and "reading 
short" from the following named works: 
Prince's Methods in German Schools, 
Seeley's German Schools. 
Bolton's German Schools. 
Klemm's European Schools. 
Russell's German Higher Schools. 
Arnold's Higher Schools and Universities (partly 
out of date). 

Paulsen's German Universities. 
Conrad's German Universities in the Last Fifty 
Years. 



Note. — Paulsen, Russell, and Bolton, are the latest and most 
reliable authorities on this study. The works of Paulsen and 
Russell are unusually complete and serviceable on their respective 
subjects. 



102 OUTLINE STUDIES. 

OUTLINE XLIX. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

IX. Present Organization of English Schools. 

1. Elementary instruction. 

a. Voluntary and board schools compared. 

b. Scope of the work in elementary schools. 

c. Compulsory attendance. 

d. Government grants. 

e. School buildings and equipment. 

f. Training of teachers. 

2. Secondary instruction. 

a. Typical institutions. 

b. Character of the work. 

c. Comparison with American standards. 

d. Work of the Science and Art Department. 

e. Professional studies for teachers of sec- 
ondary schools. 

3. Superior instruction. 

a. Leading institutions. 

b. Organization of an English university. 

c. Manner of student life. 

d. Instruction, examinations, degrees. 



HISTORY OF EDUCATION. 1 03 

OUTLINE XLIX.— Reading References. 

Craik's The State and Education: pp. 89-105. 

Acland's Studies in secondary Education: pp. 
248-75, et passim. 

Sharpless's English Education: pp. 16-168. 

Staunton's Great Schools of England, passim. 

Smith's Oxford and Her Colleges, passim. 

Corbin's Schoolboy Life in England, passim. 

Balfour's Educational Systems of Great Britain, 
passim. 

Roberts' British Universities: pp. 3-64. 

Report Commissioner of Education, '88-9: pp. 
78-109. 

Report Commissioner of Education, '96-7: pp. 
4-27. 

Report Commissioner of Education. '97-8: pp. 
1 33-67, passim. 

Seeley: pp. 304-8. 



Note. — Compare the function of the state in education in Eng- 
land and the United States The difference is made especially 
evident in the history of primary instruction. It is equally 
marked in the conduct of training colleges. Care should be used 
in consulting authorities as to the present condition of elementary 
schools, owing to recent changes in the English education laws, 



104 OUTLINE STUDIES. 

OUTLINE L. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

X. Present Organization of Schools in France, 
i. Grades of Schools. 

2. School revenues — how obtained. 

3. Control and supervision. 

4. Training of teachers. 

5. Appointment, tenure and compensation of 
teachers. 

6. Courses of study. 

7. Provisions for education of girls and women. 

8. Compulsory school attendance. 

9. Recent changes in secondary education. 

10. Consolidation of facultes into universities. 

11. French and American standards compared. 



HISTORY OF EDUCATION. 105 

OUTLINE L.— Reading References. 

Pedagogical Seminary I: pp. 62-76. 

Seeley: pp. 296-303. 

Painter: pp. 296-303. 

Klemm: pp. 317-91, passim. 

Eliott's Educational Reform: pp. 156-76. 

Circulars of Information, No. 4, 1881; No. 6, 
1882, passim. 

Educational Review IV: pp. 475-84. 

Educational Review X: pp. 313-24. 

Educational Review XIII: pp. 291-4. 

Grasmere's Teaching in Three Continents: pp. 
33-5- et passim. 

Report Commissioner of Education, 1896-7: pp. 

33-65. 

Report Commissioner of Education, 1897-8: pp. 
694-759. 



Note. — Important changes in the organization and conduct of 
French universities and secondary schools have been made within 
the last five years. This necessitates care in consulting authori- 
ties Compare the universities and secondary schools of France, 
as now organized, with those of Germany. 



106 OUTLINE STUDIES. 

OUTLINE LI. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

XI. Education of the Blind, 

i. Ratio of blind to seeing. 

2. First efforts in education of the blind. 

3. Development of systems. 

4. Support and control. 

5. Subjects taught. 

6. Methods of reading. 

a. Raised letters. 

b. Braille system. 

New York points. 

7. Industries open to the blind. 

8. Present status of schools. 

9. Laura Bridgman. 
10. Helen Kellar. 



HISTORY OF EDUCATION. IO/ 

OUTLINE LI. —Reading References. 

Boone's Education in the United States: pp. 
246-9. 

Barnard's Educational Development of the United 
States: pp. 497-9. 

Conference of Charities and Corrections, 1886: 
pp. 234-6. 

Conference of Charities and Corrections, 1888: 
pp. 1 13-19. 

Report Commissioner of Education, 1888-9: pp. 
1382-9. 

See later issues of Commissioner's Report for 
statistics. 

Kiddle and Schem: articles Education of the 
Blind, Howe. 

Sonnenschein: article Blind, Education of the. 

Johnson's Cyclopedia: article Blind. 



Note. — Announcement is made of the publication by the Yolta 
Bureau of a small volume on the education of Helen Kellar. This 
is timely and important, for there is no other chapter in the his- 
tory of the education of defectives so wonderful. Compare the 
development of Helen Kellar with that of Laura Bridgman. 



Io8 OUTLINE STUDIES. 

OUTLINE LIL. 

EIGHTH EPOCH. EDUCATION IN THE NINETEENTH 

CENTURY. 

XII. Education of the Deaf. 

i. First attempts to educate the deaf. 

2. The Braidwoods and British schools. 

3. Abbe Sicard and French schools. 

4. The work of T. H. Gallaudet. 

5. First institutions in America. 

6. Methods of support and control. 

7. Courses of stud) 7 . 

8. Sign language. 

9. Lip reading and oral speech. 

10. Industrial training for the deaf. 

1 1. Present status of deaf mute education. 



HISTORY OF EDUCATION. IOO, 

OUTLINE LIL— Reading References. 

Boone's Education in the United States: pp. 
244-6. 

Barnard's Life of Gallaudet: pp. 71-101. 

Barnard's American Teachers: pp. 97-118. 

Barnard's Educational Development in the United 
States: pp. 491-6. 

Mann's Reports II: pp. 245-55. 

Educational Review IV: pp. 16-26. 

History of Education in Kansas: pp. 64-7. 

Gordon's Education of the Deaf. 

Histories of American Schools for the Deaf, 
passim. 

Conference of Charities and Corrections, '86: pp. 

215-33- 

Report Commissioner of Education, '70: pp. 

371-3- 

Report Commissioner of Education, '78: pp. 

CXXIV-VII. 

Kiddle and Schem: article Deaf Mutes. 
Sonnenschein: article Education of Deaf Mutes. 



Note. — The dispute as to the relative merits of the sign lan- 
guage and the use of lip reading and oral speech has been long 
continued and often acrimonious. The true compromise position 
on this question seems to be the view that the brightest and most 
capable of the deaf pupils can be taught oral speech and lip read- 
ing to good advantage, but that the less capable ones would far 
better use the sign language exclusively. 



BIBLIOGRAPHY. 

The following titles include the works mentioned 
in the reading references for the preceding outlines. 
If other editions of the various works are found in 
the library of the University of Kansas they are 
given in parenthesis: 

Acland, Arthur H. D. (editor;. Studies in Sec- 
ondary Education. London: Macmillan & Co. 
1892. 

Arber, Edward (editor). English Reprints. 
Roger Ascham. The Scholemaster. Birmingham: 
1870. Also see Giles. 

Arnold, Matthew. Higher Schools and Univer- 
sities in Germany. London: Macmillan & Co. 
1892. 

Arnold, Matthew. Reports of Elementary 
Schools, 1852-1882. London: Macmillan & Co. 
1889. 

Balfour, Graham. The Educational Systems of 
Great Britain and Ireland. Oxford: Clarendon 
Press. 1895. 

Barnard, Henry. National Education in Europe. 
Hartford: Case, Tiffany & Co. Second edition. 
1854. 

Barnard, Henry (editor). Life, Educational 
Principles, and Methods of |ohn Henry Pestalozzi. 
New York: F. C. Browne]]. 



BIBLIOGRAPHY. 1 1 I 

Barnard, Henry. Systems, Institutions and Sta- 
tistics of Public Instruction in Different Countries. 
Europe — German States. New York: E. Steiger. 

Barnard, Henry. A Discourse in Commemora- 
tion of the Life, Character and Services of Rev. 
Thomas H. Gallaudet. Hartford: Hutchinson & 
Bullard. 1859. 

Barnard, Henry. Memoirs of Teachers and 
Educators. New York: T. C. Brownell. Second 
edition. 1861. 

Barnard, Henry. Educational Development in 
the United States. 

Barnard, Henry. An Account of Universities 
and Other Institutions of Superior Instruction in 
Different Countries. Hartford: Office of American 
Journal of Education. 1873. 

Barnard, Henry. Education, the School, and 
the Teacher in English Literature. Hartford: 
Brown & Gross. Second edition. 1876. 

Barnard, Henry. Memoirs of Eminent Teachers 
and Educators, with Contributions to the History 
of Education in Germany. Hartford: Brown & 
Gross. Revised edition. 1878. 

Beard, Charles. Port Ro>al. London: Long- 
man, Green, Longman & Roberts. 1861. 

Bolton, Frederick E. The Secondary School 
System of Germany. New York: I). Appleton & 
Co. 1900. 



112 BIBLIOGRAPHY. 

Boone, Richard G. Education in the United 
States. New York: D. Appleton & Co. 1894. 

Brockett, L. P. (Pseudonym Philobiblius, q. v.) 

Browning, Oscar. An Introduction to the His- 
tory of Educational Theories. London: Kegan 
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